International Journal of Environmental & Science Education, 2016, 11(2), 35-52

Elementary School Students

Attitude toward Science and
Related Variables
Esme Hacieminoglu

Necmettin Erbakan University, TURKEY

Received 16 May 2015 Revised 16 November 2015 Accepted 22 November 2015

Worldwide studies have revealed an important issue in that an increasing percentage of

students within the X Y age group are not interested in science. Many students,
especially females, have negative feelings and attitudes toward science, which
discourages them from continuing with scientific inquiries. There are limited studies
related to the factors predicting school students attitude toward science; therefore, the
purpose of this study is to determine the relationships among the seventh grade
elementary students attitudes toward science, their learning approaches, motivational
goals, science achievement and students nature of science (NOS) views. The
questionnaires for this study were administered online to 3,598 seventh grade students
in different regions and cities of Turkey. The convenience sampling method was used in
this study. The correlation results revealed the positive relationship between attitude
toward science and the other variables. Multiple regression analysis indicated that while
students meaningful learning, self-efficacy, and nature of science views have a positive
contribution, rote learning contributed negatively to the model. The findings also showed
that parents income and education level had a significant effect on students attitude
toward science.
Keywords: attitude toward science, motivational goal, self-efficacy, nature of science

INTRODUCTION
For several decades school students attitudes toward science have been discussed
within different research contexts. One of the purposes of science education is to
develop a positive attitude toward science regardless of individual differences
(Arisoy, 2007; Azizoglu & Cetin, 2009). Attitude can be defined as feelings, beliefs
and values held about the enterprise of school science, school science and the impact
of the science on society (Osborne, 2003, p.1050). In his study, Newhouse (1990)
defined attitude as positive or negative feelings about a person, an object or an issue.
Klopfer (1976) proposed six dimensions regarding attitudes toward science namely;
the manifestation of favorable attitudes to science and scientists; acceptance of
scientific inquiry as a way of thought; adaptation of scientific attitudes; enjoyment of
science learning experiences; development of interest in science and science related
activities; and the development of interest in pursuing a career in science.

Correspondence: Esme Hacieminoglu,

Faculty of Education, Department of Elementary Education, Necmettin Erbakan
University, 42090 Konya, TURKEY
E-mail: ehacieminoglu@gmail.com
doi: 10.12973/ijese.2016.288a
Copyright 2016 by iSER, International Society of Educational Research
ISSN: 1306-3065

E. Hacieminoglu
Newhouse (1990) emphasizes that attitude is a very important factor in
influencing human behavior. Attitude is affected by personal opinion, and these
opinions can be formed through personal life experiences and education. Studies
concerning the science learning environment show that there is a relationship
between this environment and students attitude toward science (Riah & Fraser,
1997; Aldigre & Fraser, 2000; den Brok, Fisher & Rickards, 2004; Rakc, 2004;
Puacharearn & Fisher, 2004; Wahyudi & David, 2004; Telli, akroglu & den Brok,
2006). Attitudes toward science involves the students affective behaviors; for
example preference, acceptance, appreciation and commitment.
Oh and Yager (2004) stated that while students negative attitudes toward science
are related to a traditional approach in science instruction, their positive feelings are
associated with constructivist science classrooms. The authors also commented that
if students are provided with too much scientific information, they will have a more
negative attitude. Thus, the authors suggested that the learning environment should
be designed in such a way as to allow students to attain scientific knowledge and gain
a more positive attitude toward science. Several studies have indicated that the
classroom learning environment is a strong factor in determining and predicting
students attitudes toward science (Lawrenz, 1976; Simpson & Oliver, 1990; Riah &
Fraser, 1997; Aldolphe, Fraser & Aldridge, 2003). In other words, the classroom
environment generally shows a positive correlation with attitude. The current science
and technology curriculum and textbooks in use across the world emphasize the
importance of nature of science (NOS). The current curriculum in Turkey contains
some important features. The scientific method in the current curriculum includes
observation, stating hypotheses, collecting data, testing hypotheses, rejecting or
accepting hypotheses, and interpreting data. Imagination, creativity, objectivity,
inquiry, and being open to new ideas are all important in scientific processes. In
science and technology education students should learn the way of attaining
knowledge. When students learn new things through discovery, they can reconstruct
their knowledge. Also in the curriculum it is emphasized that scientific knowledge is
not constant but the information given is the best that is currently known. Moreover,
the current curriculum aims to develop awareness about scientific methods in
addition to scientific literacy per se. When these features are considered, this science
and technology curriculum embraces a constructivist approach. In the science and
technology curriculum most subjects are repeated at all grades at different levels of
difficulty from simple to complex. In this way students are encouraged to recall these
subjects fairly frequently and thus reinforce their learning.
Individual differences play an important role in student learning (Koran & Koran,
1984). In addition to academic success, individual differences related to other factors
such as learning approaches, motivation, cognition, and anxiety have been studied
(Debacker & Nelson, 2000; Garcia & Pintrich, 1992; Lin & McKeachie, 1999; Qian,
1995; Koran & Koran, 1984; Zhang, 2000).
The findings of a study by Edmondson (1989) as well as those by Edmondson and
Novak (1993) showed the relation between student views about NOS, their
definitions of learning, and their approaches to studying and learning science.
Learning approaches are categorized into meaningful learning approaches and rote
learning approaches (Cavallo, Rozman, & Potter, 2004). Cavallo (1996) explained
Ausubels meaningful learning as the formulation of relationships between ideas,
concepts, and information of science. When the learner integrates a new idea or
concept into his or her related concepts, learning will be meaningful. According to this
theory, if the learners cannot do this they may resort to rote learning in which the
newly acquired knowledge is not associated or linked to the prior relevant knowledge
that the learner already possesses. In this case, students do not associate what they
have learned with conceptual relationships, but only memorize scientific facts. Novak
(1988) suggested that rote learning prevents students' meaningful learning of new
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Students attitude toward science

scientific ideas and "interferes with their formulation of scientific understanding"
(Cavallo et al., 2004, p.289).
Students acquisition of a meaningful understanding of scientific concepts is one of
the goals of science education. When a learner integrates a new idea or concept into
his/her existing concepts and structures, learning will be meaningful. During this
integration, being aware of prior knowledge and linking this knowledge to the newly
presented knowledge by engaging in a learning task constitute the main components
of meaningful learning (Ausubel, 1963). The continuous integration of concepts helps
the learner form meaningful learning sets. When the learners are unable to integrate
new concepts with their prior knowledge, they tend to use rote learning and express
their understanding with the definitions of these concepts as isolated facts (Ausubel,
1963; Cavallo, Rozman, Larabee, & Ishikawa, 2001). Researchers have argued that
rote learning prevents meaningful learning of new scientific concepts (Cavallo,
Rozman, Blickenstaff, & Walker, 2003; Cavallo et al., 2004; Novak, Ring, & Tamir,
1971). Being successful in both rote and meaningful learning depends on the learners
willingness to learn and their tendency to make connections among concepts. In other
words, it depends on the learners motivation to learn. Recent approaches have
investigated motivation in relation to goal orientations, interest and emotions, and
self-perceptions (Wolfolk, 2004, Murphy & Alexander, 2000). In this study, goal
orientations (motivational goals) and self-efficacy as one of the dimensions of selfperceptions were explored to determine student motivation to learn. Motivational
goals were derived from Banduras social cognitive theory in which goal is an
important motivational process. Student motivation goals can be affected by peers or
academic achievement (Pintrich & Schunk, 2002). Motivation is defined as an
internal state that arouses directs, and maintains behavior (Wolfolk, 2004, p.350).
According to Pintrich (2002) motivational goals include not just the purposes or
reasons for achievement, but reflect a type of standard by which individuals judge
their performance and success or failure in reaching that goal (as cited in Pintrich &
Schunk, 2002, p.214). This quotation indicates that there are two dimensions to goal
orientation: one related to students interest in learning something new and the other
related to the students interest in achieving higher course grades (Cavallo et al.,
2004). Dweck (1986) categorized these sub-dimensions as learning oriented versus
performance oriented. Learning orientation can be exemplified as; learning
something new, learning for the sake of learning, or improving oneself (Ames &
Archer, 1988). Performance orientation can be exemplified as earning high grades,
receiving praise or performing better than the other students (Ames & Archer, 1988).
Self-efficacy is defined as peoples judgments of their own capabilities to organize
and execute courses of action required to attain designated types of performances
(Bandura, 1986, p.391). Self-efficacy focuses on the particular question of: Can I do
this task in this situation? (Pintrinch & Schunk, 2002).
In the literature there is an abundance of studies on learning approach, goal
orientations, and self-efficacy. Also in some studies, these factors were investigated
together to explain the academic achievement of students. The development of
epistemological beliefs is also associated with the academic performance of students
(Cavallo et al., 2003; Cavallo et al., 2004) and their learning approach (Schommer,
1990; Tsai 1998a, Tsai 1998b). Motivational goal and self-efficacy are also important
factors that influence academic achievement (Bandura, 1993; Author et al., 2009).
Moreover, there are studies related to the relationship between student efficacy
beliefs and goal orientation. The literature reveals contradictory findings about
academic efficacy considering it to be positively related to mastery goal orientation
(Anderman & Young, 1994; Middleton & Midgley, 1997; Wolters, Yu & Pintrich, 1996);
and also that the relationship between academic efficacy and performance goal
orientation is unclear (Middleton & Midgley, 1997). The orientation towards the
learning goal is the most important motivational factor in predicting student course
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37

E. Hacieminoglu
achievement According to Cavallo et al., (2003) the learning goal is positively related
to meaningful learning and tentative view of science. The literature also reveals
positive relationships between self-efficacy, meaningful learning, and learning goals
(Cavallo et al., 2003; Cavallo et al., 2004). Kizilgunes, Tekkaya and Sungur (2009)
investigated the relationship between achievement and epistemological beliefs,
achievement motivation, and learning approach. They found that epistemological
beliefs directly influence learning approaches and also have an indirect impact on the
learning approach and achievement since epistemological beliefs have a direct effect
on the achievement motivation. On the other hand, the findings of Schommer (1993)
from an investigation into the direct relationship between beliefs about knowledge
and the GPAs of high school students revealed that students supporting the idea that
scientific knowledge is certain have a lower GPA than those who do not hold this
belief. According to Hofer and Pintrich (1997), epistemological beliefs include
learners' theories about knowing, the nature of knowledge, and knowledge
acquisition (as cited in Kizilgunes et al., 2009). Moreover, Buehl (2003) proposed a
model illustrating the association between student beliefs, achievement motivation
and learning outcomes. This model hypothesizes that the epistemological beliefs of
students have a direct influence on their motivation and the learning strategies they
use and indirect effects on their achievement and academic performance. The
literature also supports the idea that the more constructivist epistemological beliefs
the students possess, the more dynamic the NOS knowledge they support (Tsai,
1998a).

Studies on the achievement, motivational goal, learning approach and

self-efficacy
Cavallo et al., (2003) investigated the relationship between the learning
approaches of high school students, their motivational goals and achievement in
relation to two different science subject matter courses (biology and physics) at a
college. The results indicated that the biology students used a rote learning approach
more than physics major students. The learning goal proved to be the most important
motivational factor in predicting the course achievement of biology students. While
the learning goal is positively related to meaningful learning for all students in two
different science courses, the performance goal is positively related to rote learning
only for the biology students. Furthermore, the findings revealed a negative
relationship between rote learning and course achievement for physics non-majors.
In another study, BouJaoude (1992) explored the relationship between high school
students' learning approaches, attitudes toward chemistry, and their performance. He
determined the differences between the responses of students with different learning
approaches using the same instrument. In order to assess the students' approaches
to learning BouJaoude administered the Learning Approach Questionnaire
(developed by Novak, Kerr, Donn, & Cobern, 1989) to 49 suburban students,
registered in two sections of the New York State Regents Chemistry Course which was
instructed by the same teacher,. The results indicated that meaningful learners
performed better than the rote learners on the misunderstanding test. Furthermore,
having developed a coherent understanding, meaningful learners gave more correct
answers than the rote learners both on the multiple choice questions and the
explanation parts of questions. While meaningful learners were able to link the new
information they had learned with their prior knowledge and organized the
information in bigger groups, rote learners could not do this furthermore, they stored
their information in smaller groups.
In the literature, the findings often reveal that learning orientation is related to a
meaningful learning approach, and performance goal orientation is correlated with a
38

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Students attitude toward science

rote learning approach. For instance, Kaplan and Midgley (1997) conducted a study
with 229 seventh grade students in Southeastern Michigan. The results of that study
showed a positive relationship between the performance goal orientation and surface
approaches to learning. However, Wolters et al. (1996) found a positive relationship
between seventh and eighth graders performance goal orientations and deeper
learning strategies. Kang, Scharmann, Noh and Koh (2005) explored the relationship
between motivational variables, cognitive conflict and conceptual change of a total of
159 seventh grade students who were taught . scientific density concepts through
computer assisted instruction. The students learning approach, mastery goal
orientation, self-efficacy and other variables were considered to be motivational
variables. After the instruction, a conception test was also administered to the
students. Interestingly, the regression analysis revealed a non-significant relationship
between the conception test scores and motivational variables (meaningful learning
approach, mastery goal orientations, and self-efficacy).
Anderman and Young (1994) investigated the motivation and learning strategies
of the sixth and seventh grade students. Patterns of adaptive learning scale was
administered to 678 students and 24 science teachers. Hierarchical Linear Modelling
(HLM) analyses indicated a positive correlation between students self-efficacy and
mastery goal orientations (=.19, p<.001). A similar study conducted by Middleton
and Midgley (1997) with 703 sixth grade students explored the relationship between
students goal orientations and related variables in the mathematics domain. The
findings revealed that while mastery goal orientation was positively related to the
academic efficacy (=.43, p<.001), performance avoid goal orientation was negatively
related to academic efficacy (=-.13, p<.001). In contrast to that study, Skaalvik
(1997) found a positive relationship between performance-approach goal
orientation, self-efficacy and also academic achievement. Wolters et al. (1996)
conducted a correlational study with 434 seventh and eighth grade students. Their
findings revealed a positive relationship between the performance goal orientation
and the deeper learning strategies of the seventh and eighth graders. Mastery goal
orientation was positively related to the students academic performance and selfefficacy. In contrast to the study conducted by Skaalvik (1997) no correlation was
found between performance approach goal orientation and academic achievement.
Recently researchers in Turkey have given importance to these variables in their
research for example a study by Hacieminoglu, Yilmaz-Tuzun & Ertepinar (2009).The
researchers examined the relationships of 416 seventh grade students in terms of
learning approaches, motivational goals, previous science grades, and their science
achievement for concepts related to the atomic theory. They also explored the effects
of gender and socio-demographic variables on students learning approaches,
motivational goals, and their science achievement for the concepts related to atomic
theory. The sample consisted of. The results of the correlation analyses revealed
positive relationships between meaningful learning, performance orientation, and
self-efficacy. Students previous science grades was found to be positively correlated
with their achievement, meaningful learning, and self-efficacy but negatively
correlated with the rote learning and performance orientations. The ANOVA results
revealed that the educational level of the parents of the participants had a significant
effect on their achievement and meaningful learning, rote learning, and approach
performance orientations. In another study, Kizilgunes, Tekkaya & Sungur (2009)
developed a model to show the relationship between achievement and
epistemological belief, achievement motivation, and the learning approach. A total of
1,041 sixth grade students participated in the study. The results showed that
epistemological beliefs directly influenced the learning approach and also influenced
the learning approach and achievement indirectly since epistemological beliefs have
a direct effect on the motivation for achievement. The findings also revealed that
learning goal orientation, and beliefs about the certainty of the knowledge are
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39

E. Hacieminoglu
positively related to learning approaches. Negative association was found among
performance goal, self-efficacy, beliefs about the source of knowledge, and learning
approach. While certainty beliefs are negatively related to the performance and
learning goals, they are positively related to the learning approach. Although the
learning goal and meaningful learning are positively related, performance goal and
self-efficacy are negatively related to the learning approaches. Furthermore, learning
approaches are positively correlated with achievement.

Studies on attitude
For the last thirty years students attitude towards science has become an
increasingly popular subject of research for science educators. Factors such as science
achievement, gender difference, student-student and student-teacher interaction and
the classroom learning environment all have an effect on the attitude toward science
(Ali, Yager, Hacieminoglu & Caliskan, 2013). The results of these studies indicate that
there is a relationship between attitude towards science and science achievement
(Arisoy, 2007; Freedman 1997). Gender is one of the most significant factors
influencing the attitude towards science. Most of the research related to the gender
differences in attitude toward science has been conducted with middle and high
school students. (Catsambis, 1995, Greenfield, 1996; Jones, Howe, & Rua, 2000; Oakes,
1990; Simpson & Oliver, 1985, 1990)
In the literature there are some contradictory findings related to the difference
between genders in the attitude toward science. Some research indicates that middle
school male students take a more positive attitude toward science than females
(Catsambis, 1995; Jones, Howe, & Rua 2000; Piburn & Baker, 1993; Greenfield, 1996).
On the other hand, other studies reported that there is no difference between boys
and girls with respect to their attitude toward science (Catsambis, 1995; Dhindsa &
Chung, 2003; Miller, Lietz & Kotte, 2002; Smist, Archambault, & Owen, 1994).
Hacieminoglu, Yilmaz-Tuzun and Ertepinar (2011) investigated 2,961 sixth, seventh
and eighth grade middle school students attitude toward science and the effect of
students gender, grade level and the educational level of their parents on their
attitude toward science. . The results showed that the grade level significantly affected
middle school students attitude towards science regarding the adaptation of
scientific attitudes, enjoyment of science lessons, leisure, and career interest in
science. Gender and the education level of the students parents had an influence only
on the dimension of the adaptation of scientific attitudes. Catsambis (1995)
conducted a study with 24,500 eight grade students to determine the differences
between genders in terms of the attitude toward science. The results revealed that
male students had more positive attitudes toward science than females, and the latter
were less inclined to participate in extracurricular activities. Simpson and Oliver
(1985), and Hykle (1993) suggested that males had a more positive attitude toward
science than females. Also males chose science as an elective course and they were
more motivated to achieve in science than females. On the other hand, Archer and
McDonald (1991) indicated that females avoided participating in extra science
courses and were less confident regarding their academic skills. Researchers also
supported the idea that students attitude towards science were dependent on the
type of science they were interested in; such as physical science or life science. For
instance, the findings of another study supports the idea that boys show a more
positive attitude toward physical sciences while girls have a more positive attitude
toward biological sciences (Schibeci & Riley, 1986; Weinburgh, 1995). In a similar
study, by Jones, Howe and Ria (2000) revealed that while boys were interested in
learning about planes, cars, light, electricity and new sources of energy, girls were
more interested in learning about rainbows, healthy eating and animal
communication. Schibeci and Riley (1986) indicated that attitudes influence
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Students attitude toward science

achievement, rather than achievement influencing attitudes. Students with positive
attitudes toward science tend to have higher scores on achievement measures
(Weinburgh, 1995). In the literature there are a large number of studies related to the
factors predicting students achievements; such as socio-demographic variables
learning approaches, goal orientations, and self-efficacy. Studies revealed an
important issue in that an increasing percentage of students are not interested in
science. Many students, especially females, have negative feelings and attitudes
toward science, which discourages them from continuing with scientific inquiry.
Furthermore, there are limited studies related to the factors predicting students
attitude toward science.
The research questions underpinning this study are;
(1) What are the relationships among the seventh grade elementary students
attitudes toward science, learning approaches, motivational goal, science
achievement and students NOS views?
(2) How much variance in seventh grade elementary students attitude toward
science can be explained by learning approaches, motivational goal, science
achievement and students NOS views?
(3) What are the effects of gender and socio-demographic variables on the
students attitude?

METHOD
Sample
The surveys of this study were administered online to 3598 seventh grade
students in different regions and cities of Turkey. The convenience sampling method
was used in this study and Table 1 shows the distribution of the students according
to demographic variables.
Low

893

24.8

Table 1. Demographic and sociodemographic characteristics of participants

Medium

Income
Demographic Characteristics

High
Marmara
Not reported
Black Sea
Uneducated

Mother Education
Region
Level

Central Anatolia
Elementary
school
Aegean
Secondary school

22
539 84
1045891

25.5
15.5
.6
14.7
2.3

744 534
4551133
115 735

12.6
31.5
3.2
20.4

198
23

5.5
0.7
.6

Not
recorded
Uneducated

114 21

3.7.6

Femaleschool
Elementary

1760387

48.9
10.8

Maleschool
Secondary

1567409

43.6
11.4

Not
Highreported
school

271 998

7.6
27.7

Undergraduate

1209

33.6

Graduate

554

15.4

Not reported

20

.6

Mediterranean
High school
Eastern
Anatolia
Undergraduate
NotAnatolia
reported

Level

918

558

49.1

% Percent

29.0
24.8
20.6
14.8

Southeastern
Graduate

Gender
Father Education

1765

Number

28

Instruments
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E. Hacieminoglu
The Test of Science Related Attitude (TOSRA) developed by Fraser (1978) was
used to measure the students' attitudes toward science. TOSRA consists of 5-point
Likert-type (Strongly agree to strongly disagree and these were coded as 5, 4, 3, 2 and
1) 70 items with seven subscales namely; the social implication of science, the
normality of scientists, attitudes toward inquiry, adaptation of scientific attitudes,
enjoyment of science lessons, leisure interest in science, and career interest in
science. From these subscales 40 items and four dimensions (adaptation of scientific
attitudes, enjoyment of science lessons, leisure interest in science, and career interest
in science) were selected for this study. The reliability of this instrument was reported
as .78 by Fraser (1978). TOSRA was translated and adapted into Turkish by Arisoy
(2007) using a sample of 8th grade students and for this study the alpha coefficients
of these sub-dimensions were found to be .65, .75, .78 and .72 respectively. A sample
item for the adaptation of scientific attitudes dimension reads: I am curious about
the world in which we live., for the enjoyment of science lessons dimension: I dislike
science lessons for the leisure interest in science: I would like to belong to a science
club and for the career interest in science: I would dislike being a scientist after I
leave school.
The Learning Approach Questionnaire (LAQ) used in the work of BouJoude
(1992), and Cavallo and Schafer (1994) was used in order to assess the students'
learning approach. The questionnaire contains 22 items (11 items measuring the rote
learning and 11 items measuring meaningful learning) and uses a 4-point Likert scale
(Always to Never and these were coded as 4, 3, 2 and 1) . An English version of the
questionnaire was originally translated into Turkish by Calskan (2004) for use with
high school students. For this study the Cronbachs alpha reliability of the test was
calculated to be .71 for the rote learning scale and .77 for the meaningful learning
scale. A sample item for the rote learning dimension reads: I tend to remember things
best if I concentrate on the order in which they are presented by the instructor, and
for the meaningful learning dimension it reads: As I read it I try to relate the new
material to what I already know about the topic.
The Achievement Motivation Questionnaire (AMQ) previously applied by
Cavallo, Rozman, and Potter (2004) was used to measure the students motivational
goals. The questionnaire contains 14 items and uses a 4-point Likert scale (Strongly
agree to strongly disagree and these were coded as 4, 3, 2 and 1). The achievement
motivation questionnaire consists of three scales that measure the learning-goal
orientation, performance goal orientation, and self-efficacy of the students taking the
science course. The English version of the learning approach questionnaire was
translated into Turkish by Calskan (2004) for use with high school students. For this
study, the Cronbachs alpha reliability of the test was calculated to be .83 for learning
goals scale, .73 for performance goals scale, and .75 for self-efficacy scale. A sample
item for the learning-goal orientation dimension reads: One of my primary goals in
this class is to try to improve my knowledge, for the performance goal orientation
dimension: One of my primary goals in this class is to do better than other students
and for the self-efficacy dimension: I am confident I can do well on the science
problems we are given in this class.
The Nature of Science Instrument (NOSI) was developed by Hacieminoglu,
Yilmaz-Tuzun and Ertepinar (2012) to assess students NOS views. The instrument
has 13 items and four dimensions; the tentative nature of scientific knowledge
(tentative NOS), the distinction between observation and inferences (observation and
inferences), the empirical nature of scientific knowledge (empirical NOS), and the role
of imagination and creativity in generating scientific knowledge (imagination and
creativity). NOSI was constructed in Turkish and the Cronbachs alpha reliability was
calculated to be .76. For each dimension, the Cronbachs alpha values were .74, .76,
.80, and .63, respectively. All dimensions of this scale were treated as dependent
variables of the study. The following examples are presented for the four dimensions;
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Students attitude toward science

for the tentative NOS dimension: Scientific knowledge does not change, because if
scientists were not sure about it they would not put that information in the books for
students; for the imagination and creativity dimension: Scientific knowledge can be
influenced by the imagination and creativity of scientists, for observation and
inferences dimension: Scientists are certain about the structure of atoms because
they are able to see atoms using microscopes, and for the empirical NOS dimension:
The modern atomic theory that is accepted today might change in the future if
scientists find new evidence.
Science Achievement Test (SAT) was developed by the researcher. SAT
questions were determined based on the objectives of the course book unit Structure
of the Matter. A table of specification was designed to provide for a better
visualization of the unit objectives and test questions. In terms of validity and
reliability issues; content validity, construct validity, and the alpha coefficient, one of
the internal-consistency methods to measure reliability, were examined. For content
validity, two chemistry experts and one science education researcher checked the
instrument. For construct validity, a pilot study was carried out with 102 seventh
grade students. The final version of SAT contained 15 multiple choice questions with
four choices. The Cronbach alpha determining the internal consistency for this
instrument was found to be .70.

Data collection and analysis

The data collection was carried out during the 2011-2012 Fall and Spring
semester. The researcher used her personal connections and electronic media; such
as e-mail to send the survey link to the students. The survey was only completed by
the volunteer students. The method of distribution allowed the students to save the
survey and continue working on it in their own time. There was no time limitation to
finish the survey we would be able to obtain accurate information from each student.
Correlation analysis was used to explore the relationship between the students
attitudes toward science, their learning approaches, science achievement and
students NOS views. The correlation coefficients were computed along these
variables.
A standard multiple regression analysis was conducted to evaluate how well the
students attitude toward science can be predicted from the measurement of their
learning approaches, motivational goals, science achievement and students NOS
views. Firstly assumptions were checked and found to be tenable for use with this
model. The residuals were normally distributed along the predicted dependent
variable scores. And the independent variables were seen to show a relationship with
dependent variable and the correlation coefficient had to be above .3 (Pallant, 2001).
For this study, all the variables and attitudes showed a positive relationship between
the students attitude towards science and the correlation coefficient values were
found to be higher than .3 except for the student science achievement (r= .25);
therefore, the student science achievement variable was removed from the
independent variables. Tabachnick and Fidell (1996) suggest that the bivariate
correlations among predictors should be less than .7 and in our study the correlation
coefficient values between students science achievement and the predictors
(students learning approaches, motivational goal, and students NOS view) were no
higher than .7. In addition, the tolerance and VIF values for the model were at a
respectable level (ranging from .63 to .69) suggesting that there was no
multicollinearity problem and therefore, the multiple regression analysis could be
carried out, and the interpretation of these results is appropriate.
An analysis of variance (ANOVA) was conducted to explore the effects of gender
and the socio-demographic variables (income, and the educational level of the
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E. Hacieminoglu
parents, the latter being categorized into graduate, undergraduate and other) on
students attitude toward science.

RESULTS
Correlational analysis
Cohen (1988) suggests the following correlation values to determine the strength
of the relationship; r=.10 to .29, small; r=.30 to .49, medium; r=.50 to 1.0, high. The
Pearson correlation results showed that the students attitude toward science had a
strong positive correlation with performance goal orientation (r=.58), learning goal
orientation (r=.59), self-efficacy (r=.60), meaningful learning (r=.58), and rote
learning (r=.42). However, there was a medium level of correlation between the
students attitude toward science and science achievement (r= .25) and students NOS
views (r= .32). The students NOS views were significantly positive in terms of their
correlation with performance goal orientation (r=.25), learning goal orientation
(r=.28), self-efficacy (r=.28), meaningful learning (r=.08), rote learning (r=.04), and
science achievement (r=.16); however, the strength of the relationship was found to
be weak. The results also indicated that both types of learning approaches
(meaningful learning and rote learning) had a strong positive correlation with
performance goal orientation (r=.54, r=.57), learning goal orientation (r=.56, r=.56),
and self-efficacy (r=.54, r=.54). In terms of the students science achievement this
variable was positively correlated with learning goal orientation (r=.24), meaningful
learning (r=.21), and self-efficacy (r=.26). On the other hand students science
achievement was negatively correlated with performance goal orientation (r=-.26),
and rote learning (r=-.25). The results of the correlation analysis are shown in Table
2.
Table 2. Intercorrelations among attitudes towards science, learning approaches,
science achievement and students nature of science views
Achiv

PO

LO

SE

ML

RL

NOS

Atti

____
-.206*
____
.344*
.918*
____
.268*
.916*
.936*
____
.314*
.545*
.568*
.549*
____
-.251*
.547*
.566*
.545*
.900*
____
.168*
.250*
.287*
.289*
.083*
.040*
____
.395*
.582*
.597*
.609*
.583*
.421*
.326*
____
*Correlation is significant at the 0.01 level (2-tailed)
* Science Achievement Test Scores, (Achiv), Learning Approaches (RL: Rote Learning, ML: Meaningful
Learning), Motivational Goals (LO: Learning Orientation, PO: Performance Goal Orientation, SE: Selfefficacy), Nature of Science views (NOS), Students Attitude Toward Science (Atti).

Achiv
PO
LO
SE
ML
RL
NOS
Atti

Multiple regression analysis

The results of the multiple regression analysis indicated that meaningful learning,
students self-efficacy, students NOS views and rote learning significantly contributed
to the students attitude toward science, (Adjusted R2 =.515, F (4, 3593) = 955.267,
p=.000 p< .000). This finding indicated that approximately 51.5 percent of variance
of the attitude scores can be accounted for by the linear combination of meaningful
learning, students self-efficacy, students NOS view and rote learning. The model
explains 51.5% of the variance in the attitude toward science, which is moderately
high for educational studies. Both R2 and adjusted R2 are 51.5.The equal R2 and
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Students attitude toward science

adjusted R2 values offer evidence for cross-validation. Furthermore, this model with
three predictors reaches statistical significance. The combined variables of
meaningful learning, self-efficacy and students NOS views explains the significant
portion of the variance in the students attitude toward science.
The multiple regression equation can be expressed as:
Y atti. = 1.142+ .427X ML +.462 X SE +.365 X NOS - .114 X RL
Y atti. = .338X ML +.411 X SE +.124 X NOS -.090 X RL
The significance values of 0.000 for meaningful learning, self-efficacy, and
students NOS views show that these variables are included in the model because of
their significance. While meaningful learning and self-efficacy made the largest
unique contribution to the model (= .338, = .411), rote learning made the smallest
unique negative contribution to the model (= -.090). Students NOS views had also
significant contribution to the students attitude toward science (= .124). The results
of the multiple regression analysis are given in Table 3.
Table 3. Multiple regression results
Weight

Adjusted R2

Meaningful learning

.338

0.515

955.267

0.000

Self Efficacy

.411

Nature of Science

.124

Rote Learning

-.090

Attitude toward science

Analysis of variance results

The ANOVA results (Table 4) revealed that gender had a significant effect on the
students attitude toward science. F(1, 3569) = 63,63, p = .00, in favor of boys (M =
3.04, SD = 0.43; M = 2.94, SD = 0.95).
Table 3. One-way ANOVA results for effect of gender and socio-demographic
variables on students attitude
df

Gender

63.63

.000*

Income

4.09

.017*

Mother Education Level

3.59

.013*

Father Education Level

4.58

.003*

Attitude

In terms of the Sociodemographic Variables (SDV), family income and the

educational level of the students parents had a significant effect on the students
attitude towards science, F(2, 3573) = 4.09, p = .017; F(3, 3571) = 3.59, p =. 013; F(3,
3574) = 4.58, p =.003, respectively. Family income was a categorical variable
consisting of low income family, medium income family, and high income family.
Pairwise comparisons using the Bonferroni test indicated that the mean scores of the
students from a low income family (M = 2.60, SD =1.06) were significantly different
2016 iSER, International J. Sci. Env. Ed., 11(2), 35-52

45

E. Hacieminoglu
from those students from a medium income family (M = 2.93, SD = .89), p =.007 and
from a high income family (M = 2.93 SD = .89), p =.020
The educational level of the students mothers and fathers was categorized into
four levels; primary or less, secondary and tertiary , undergraduate, graduate. In
terms of the effect of the mothers education on the students' attitude towards
science, students with mothers having primary education or less (M = 2.61 SD = 1.32),
had significantly lower scores in terms of their attitude toward science than the
students whose mothers had received secondary and tertiary education (M = 2.95 SD
=.82), those with undergraduate degrees (M = 3.00 SD = .82). Similarly, students
whose fathers had primary education or less (M = 2.38 SD = 1.54), had significantly
lower scores in terms of the attitude toward science than students whose mothers
had received secondary and tertiary education (M = 2.81 SD =1.05), undergraduate
(M = 3.01 SD = .74)and graduate degrees (M = 2.92 SD = .95).

DISCUSSION AND CONCLUSION

The correlation analysis revealed that the students attitude toward science
showed a positive correlation with the performance goal orientation, learning goal
orientation, self-efficacy, meaningful learning, and rote learning, science achievement
and students NOS views. All these relationships are above the medium level with
some having an even higher level. Moreover, our study revealed that while the
students achievement is negatively related to a rote learning approach, and
performance goal orientation, it is positively related to learning goal orientation, selfefficacy and meaningful learning. In the literature the idea promoted in the literature
that attitudes influence achievement, rather than achievement influencing attitudes
was supported; therefore, students with positive attitudes towards science tend to
have higher scores on the achievement measures (Weinburgh, 1995). This result
showed that students having a more positive attitude towards science preferred to
undertake meaningful learning rather than rote learning, resulting in the achievement
of higher scores. Students having higher achievement scores are aware of their ability
to better learn new scientific topics and this awareness increases their self-efficacy.
While some of our findings in this study are supported by other studies in the
literature, there are others that are in contrast. For example, to our study, Cavallo et
al., (2004) found that there was a positive correlation between students meaningful
learning, self-efficacies, and their achievement. In addition, achieving high grades
motivated the performance oriented students to work harder on their courses but
they had lower achievement levels in the courses. This finding is consistent with those
of Cavallo, et al. (2003) and Hacieminoglu et al. (2009) who found that rote learning
and performance orientation negatively affected the course achievement. These
correlational analyses suggest that in order to obtain a high achievement from science
courses students need to undertake meaningful learning rather than rote learning.
Furthermore, parallel to the students rise in achievement their self-efficacy will also
increase. Hacieminoglu et al. (2009) explored the positive relationships between
meaningful learning, performance orientation, and self-efficacy. Students previous
science grades were found to be positively correlated with achievement, meaningful
learning, and self-efficacy and negatively correlated with rote learning and
performance orientations.
The findings in the studies in the literature support the negative correlation
between self-efficacy, rote learning and approach performance orientation, and the
positive correlation between rote learning and performance orientation. Rote
learning and studying for higher grades do not support the science learning process
in the long term due to the memorization of concepts (BouJaoude, 1992; Cavallo et al.,
2003; Cavallo et al., 2004; Hacieminoglu et al., 2009; Novak, Ring & Tamir, 1971).
Interestingly, our study revealed a positive and high relationship between the both
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Students attitude toward science

types of learning approaches (meaningful and rote) and motivational goals
(performance goal orientation, learning goal orientation and self-efficacy). These
results might be related to the high school entrance examination in Turkey where
higher scores in the national exam that the students take at the end of the each grade
level of elementary school qualifies them to enroll in one of the prestigious high
schools. Therefore, students who engage in meaningful learning students may also be
concerned about getting high grades. In other words, these students might possess
both learning goal orientation and performance goal orientation. Meaningful learners
trying to get high marks in order to gain entry to a good high school may use rote
learning from time to time. For that reason both meaningful learners and rote
learners have a higher self-efficacy. In our study the students self-efficacy is
positively related to both learning goal orientation and performance goal orientation
while in the literature academic efficacy is positively related to mastery of goal
orientation (Anderman & Young, 1994; Middleton & Midgley, 1997; Wolters, Yu &
Pintrich, 1996); however, the relationship between academic efficacy and
performance goal orientation is still unclear (Middleton & Midgley, 1997).
Multiple regression analysis revealed that the students meaningful learning, selfefficacy and NOS views positively contributed to their science achievement. However,
rote learning negatively contributed to the model. Student self-efficacy was positively
related to all the NOS views. Students having higher levels of self-efficacy reported a
more complete understanding of NOS views. Kizilgunes et al. (2009) revealed similar
and supportive relationships regarding the results obtained from this study. Attaining
meaningful learning may increase self-efficacy towards learning science with a more
complete understanding of NOS leading to a more positive attitude toward science.
Neither rote learning nor studying for higher grades is helpful in retaining the positive
attitudes toward science in the long term.
In our study in terms of gender difference the ANOVA results revealed that the
male students attitude toward science was higher than the female students. Our
findings are similar to those obtained in the studies by Catsambis (1995), Jones,
Howe, and Rua (2000), Piburn and Baker (1993) and Greenfield (1996). On the other
hand, our findings contradict the findings of Dhindsa and Chung (2003), Miller, Lietz
and Kotte (2002), and Smist, Archambault and Owen (1994) since these studies
suggested that there was no difference between boys and girls with respect to their
attitude toward science. Another factor influencing the students attitude toward
science was their parents income. The ANOVA results showed that, the level of
income had influence on the students attitude towards science. Students from
families with a high income had higher attitude scores than those from medium
income families. This could be that students from high income families are presented
with many opportunities for improving their attitude towards science; such as
visiting museums, undertaking scientific activities, having access to different books
and materials in a comfortable home environment. Interestingly, students from
families with low income had higher attitude scores than those from medium income
families. This result might be related to the extracurricular activities since free
courses are provided by the school for the students from low income families to
encourage the students to acquire a more positive attitude toward science.
In terms of the effect of the education level of the students parents, our findings
did not support the idea that when the education level of fathers increased, the
students' attitude toward science became more positive. In fact, the results revealed
that the students, whose mothers only had received primary education or less had
significantly lower scores in their attitude toward science than other students. There
were no significant difference in the attitude scores of students whose mothers had
received secondary and tertiary education, undergraduate and graduate level of
education. Regardless of the levels of the parents education the action of fathers and
mothers to encourage and motivate their children to enter higher education has a
2016 iSER, International J. Sci. Env. Ed., 11(2), 35-52

47

E. Hacieminoglu
positive impact on their attitude to science. In Turkey there are facilities both inside
and outside school such as communities and science clubs which offer students
different experiences which can influence their attitude towards science.
This study provides an overview of students attitude towards science and the
predictive variables related to their attitude. Our findings indicate that generally the
students had not respectable level of positive attitude toward science. The teachers
different application of science and technology curriculum and varying classroom
environment might lead to negative feelings about science. The study of Author et al.
(2013) supported the idea that traditional teaching and over dependence on
textbooks could be responsible for the increasing negative student attitudes about
science. Teachers should be aware of students individual differences to improve
students attitude toward science. The school counseling service should offer
guidance to the parents of the children about the ways in which they can encourage
their children to develop a more positive attitude to science. Furthermore, the
different variables influencing the students attitude should be taken into
consideration in a wider perspective.

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